Although learning second language phonology is a difficult task, orthographic input may support the learning of difficult sound contrasts through a process known as orthographic facilitation. We extended this research by examining the effects of orthographic input together with individual differences in three different phonological learning processes, namely, the production of, perception of, and memorization of words containing three Marathi phonemic contrasts (i.e., [k-kh], [], and []) by native English speakers. Moreover, because the [] and [] contrasts were particularly challenging in previous auditory training studies (e.g., Polka, 1991), we used cross-modal training in order to enhance learning by pairing auditory perception tasks with visual orthographic information, the amplification of relevant acoustic cues, and proprioceptive descriptions to the articulation of target phonemes. Results showed significant learning from the pre- to the posttest across tasks and contrasts, supporting the effectiveness of cross-modal training. Furthermore, incongruent orthographic input could inhibit perception, and orthographic input generally supported memory for word pronunciations. Moreover, individual differences regarding phonological skills and nonspeech auditory discrimination predicted participants’ success in different phonological learning processes. These results provide a detailed picture of the complexity between different aspects of second language phonological learning and cross-modal training.

中文翻译：

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拼字输入、语音技能和上升时间辨别对学习非母语音位对比的贡献

尽管学习第二语言音韵学是一项艰巨的任务，但拼写输入可以通过称为拼写促进的过程来支持学习困难的声音对比。我们通过检查拼写输入的影响以及三种不同语音学习过程中的个体差异来扩展这项研究，即包含三个马拉地语音位对比的单词的产生、感知和记忆（即 [kkH]，[]， 和 []）由以英语为母语的人。此外，由于 [] 和 [] 对比在以前的听觉训练研究中特别具有挑战性（例如，Polka，1991），我们使用跨模式训练通过将听觉感知任务与视觉正字法信息、相关声学线索的放大和本体感受描述配对来增强学习目标音素的发音。结果显示，从前测到后测的跨任务和对比的显着学习，支持了跨模式培训的有效性。此外，不一致的拼写输入会抑制感知，而拼写输入通常支持单词发音的记忆。此外，关于语音技能和非语音听觉辨别的个体差异预测参与者在不同语音学习过程中的成功。